NEW TECHNOLOGIES IN THE LANGUAGE TRAINING OF NON-PHILOLOGY INTERNATIONAL STUDENTS

Abstract

The article examines the objectives of language training for non-philology international students enrolled in non-linguistic higher education institutions in Ukraine. It identifies a tendency toward decreased motivation to study the Ukrainian language among non-native speakers during remote learning, along with an analysis of the underlying causes of this phenomenon. The study explores the impact of modern digital technologies on the system of language instruction for international communicators. It is demonstrated that the integration of cutting-edge tools, particularly artificial intelligence (AI), serves as an effective and creative means of optimizing the learning process and supporting language instructors. By employing innovative formats and methods, such technologies offer expanded opportunities to enhance student motivation in mastering Ukrainian as a foreign language and contribute to the overall improvement of teaching quality. Given the essential role of communication in academic and professional contexts, the authors emphasize that effective communication for non-native speakers requires more than just linguistic proficiency – it necessitates cultural awareness of the target language community to ensure proper interpretation of contextual and nuanced meanings. The development of communication skills and teamwork capabilities is particularly vital for international students in medical universities, and AI can act as a catalyst in this educational process. Its undeniable potential lies in supporting students as they adapt to a foreign-language environment. The article also highlights the evolving roles of both teachers and students within the framework of active technology integration. Despite the growing significance of AI, it is underscored that AI remains a tool – not a replacement – for language instructors, whose role in cultivating critical thinking and social skills remains indispensable. The authors present practical examples of how new technological tools, including AI, have been incorporated into the language training practices of the Department of Language and General Theoretical Training at Zaporizhzhia State Medical and Pharmaceutical University (ZSMPhU) for international medical students. The article offers illustrative cases of AI-assisted lesson planning and educational event development, which may be of interest to educators working with non-native speakers. In conclusion, the authors argue that the integration of AI into the language training system for international students is a complex yet effective and multi-dimensional process that requires further research, continued development of educational technologies, and active familiarization of teaching staff with pedagogical innovations.